First, create a harmonious "communication field" and stimulate students to actively participate in mathematics communication.

Rogers, an American humanistic psychologist, said: "Only when there is close and integrated interpersonal relationship between teachers and students can students feel safe in class, dare to truly show themselves and give full play to their potential." The democratic, equal, harmonious and safe teacher-student relationship is conducive to stimulating students' interest in learning, making them dare to think, speak and do, and dare to show themselves, which is the premise of smooth and efficient mathematics exchange activities.

Teachers should create a harmonious teaching atmosphere for students in the classroom, and then establish a partnership of equality, mutual assistance and cooperation between teachers and students. In this way, teachers are not oppressors in teaching, but collaborators who explore and experience together with students, so that students can become passive and active in classroom communication, and mathematical communication between teachers and students and between students can be realized.

Therefore, teachers should try their best to communicate with students and patiently guide students to make mistakes and deviations in the process of communication. For example, when a student answered "800÷2", he got nervous and said the answer "4", and the whole class immediately burst into laughter. He immediately realized his mistake and blushed with shame. I motioned for him to sit down and smiled and said to everyone, "This classmate wants to test everyone. He hasn't finished answering. Who can go on? " At this time, everyone raised their hands, some said "four hundred" and some said "forty tens", and the atmosphere suddenly relaxed and harmonious. In such a relaxed and harmonious atmosphere, it not only protects the student's self-esteem, but also mobilizes the enthusiasm of students' mathematical communication.

Second, train students' mathematical "language field" and improve their mathematical communication ability.

The carrier of mathematical communication is mathematical language, and standardized mathematical language is the basis of long-term communication, so cultivating students' mathematical language is the basis of improving students' communication ability. In teaching, teachers can consciously practice "Speaking Mathematics" by stages.

1. Learn to speak a complete sentence, so that students can master the simplest way of communication.

Many pictures related to new knowledge are carefully compiled in the textbook. Every class requires students to learn to express themselves in mathematical language through observation and hands-on operation. For example, in the last semester of senior one, I learned to say: there are 8 chairs in the classroom, 5 teachers on the playground, Xiaopang bought 2 balloons, and my left hand has 5 fingers ... and so on, thus encouraging students to learn to express themselves in accurate mathematical language and cultivating a standardized and complete language.

2. Learn to say a few coherent words, so that students can master an organized way of communication.

When students learn to say a complete sentence and master the simplest and most basic way of thinking, they should further learn to say a few coherent words and be able to think and communicate in an orderly way. At this time, students can talk about the operation process, the thinking process of some problems and so on. For example, in the teaching of multiplication formula in grade two last semester, what can I fill in? 4×()=36 How much do you put in brackets? what do you think? Ask the students to answer: "I think so, because 4×9=36, so the maximum number of brackets is 9." Let students express their ideas relatively completely and orderly, and strengthen the cultivation of communication language.

3. Learn to speak logically and let students master the evidence-based communication thinking mode.

In order to improve the effectiveness of students' communication, students are required to think on the basis of evidence and express their views clearly. In order to achieve this goal, students must be trained to speak coherently and logically. For example, in teaching, there are 18 red flowers and 5 yellow flowers, each with 6 flowers. How many red and yellow flowers are there? "At this time, students can be guided to start thinking from the question," How many red flowers and yellow flowers do you need? Add up the number of red flowers and the number of yellow flowers. The number of red flowers is already known, so we first ask for the number of yellow flowers, and multiply the number of flowers in each bundle by 5 bundles. "Of course, it can also guide students to think about conditions, what problems can be solved according to which two conditions, and the final problems can be solved according to the problems solved and what conditions, and so on. Through such language training, students can be guided to think logically, express their problem-solving ideas clearly and methodically, and improve their mathematical communication ability.

Thirdly, designing an effective "problem field" ―― improving the thinking value of mathematical communication.

To stimulate students to participate in communication, a more direct way is to ask students questions. "Problems are the heart of mathematics" and "Problems are the focus of scientific thinking". In classroom teaching, teachers should carefully design mathematical problems according to the teaching content and students' existing knowledge and experience, grasp the opportunity and way of asking questions, and stimulate students' desire to explore. Only in this way can students be encouraged to actively participate in communication.

1. Interesting question. Teachers should choose and design interesting questions that can attract students and help them "communicate", so that students can be placed in the problem situation and actively participate in mathematical communication activities. For example, when I was teaching Average, I designed the question like this: "The average depth of the swimming pool is 1.4 meters, so is it dangerous for chubby with a height of 1.6 meters to go to the swimming pool?" Speak your mind. "This question is both interesting and practical, which greatly improves students' interest in communication.

2. Ask deep questions. The difficulty of the questions designed by teachers is gradually rising, which can guide students to develop in depth, make students always be in one question situation after another in the whole class, make students have a strong desire to "communicate" and arouse their enthusiasm for thinking.

For example, when teaching the understanding of positive and negative numbers, students should first record some data information around them in their own way: (1) In the football match, China scored 2 goals in the first half and lost 3 goals in the second half. (2) There are 25 freshmen in the fourth grade and 12 in the fifth grade. Students record in various ways, so I first designed the first question exchange record: "What do you think of this record?" Everything is fine, but where is it? "After full communication, I immediately changed the subject:" Students, you understand the symbols you use; He uses symbols that he understands; I use symbols, I understand. But mathematical symbols are mathematical languages that help us communicate with each other. How can we understand them? "One stone stirred up a thousand waves, and the students immediately plunged into communication, and soon reached the sound of * * *. It is necessary to find a unified way to support our mathematical communication.

3. Ask all kinds of questions. Teachers can ask questions (such as "Who heard his idea clearly, can you say it again?" Refutation (e.g. "Do you have anything to add to his statement?" ), supplement (such as "that's good, anything else?" Q ("Do you have anything to add to his opinion?" "After listening to his point of view, what do you think?" ) and other forms of questions. This can not only promote students' communication, but also help to cultivate students' listening habits. Only by listening can we communicate. In the process of listening, we can learn from the strengths of others, make up for our own shortcomings, and make the process of communication a process of common development. Mathematics classroom should guide students to learn to listen and gradually develop good listening habits.

4. Ask and adjust. After asking questions, teachers should carefully observe and analyze students' responses, and adjust and improve some preset questions in time according to students' responses. If the students are at a loss about your question, it means that the teacher's question is either too big or not well expressed, and the teacher should add some small questions to make a transition. If a student reaches out a small hand to your question without thinking, it means that the question is too simple and should be adjusted quickly to increase the difficulty of the question. In short, teachers should not only make full preparations, but also pay attention to improvisation.

In a word, mathematical communication ability is an important quality for students' all-round development, but it cannot be achieved overnight and needs to be cultivated persistently. In classroom teaching, it is necessary to fully stimulate students' enthusiasm for learning, guide students to participate in mathematics exchange activities extensively, and let students acquire lifelong mathematics talents through mutual exchange, so that mathematics classroom teaching pays more attention to "communication" rather than "monologue", "process" rather than "result", and "essence" rather than "form", so that mathematics classroom can become a platform for students to show their individuality and glow their lives.